Kindergarten teachers notice what they first understand – The importance of process education for kindergarten teachers
Dr. Petra Štirn Janota

Summary:  The present article discusses introducing the comprehensive inductive model into pedagogical practice and the model of training and education developed simultaneously within the Cultural Enrichment of the Youngest project. For an innovation to be introduced successfully, we believe training and education should be viewed as a process, and kindergarten teachers should receive continuous support, in which management and counselling services play an important role. Kindergarten teachers start to engage actively only when the educational process responds to the needs and specific conditions of a kindergarten (institution), when systematic training is provided, when effects are monitored and when participants engage in an in-depth reflection and continuous questioning about what they are doing, what they could do differently and what their goal is. The aforementioned conditions make it easier for kindergarten teachers to engage and make connections between theoretical concepts and the pedagogical process. Additionally, the discussed model encourages insight into a paradigmatic change in terms of viewing the child as an individual capable of prosocial behaviour, which is one of the crucial concepts in understanding the comprehensive inductive model and encouraging prosocial and moral development of children.

Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.